Transcript Clare Manning`s CLE Powerpoint

Monterey Peninsula College
Overview on Students with
Asperger’s and Autistic Spectrum
Disorders
Presented by: Dr. Clare Manning
Director of Psychological Services
College Living Experience
787 Munras Avenue
Monterey, CA 93940
831-641-9615
Developmental Disabilities
• PDD, NVLD, Autism, HFA/Aspergers
• Aspergers- Named for 1940’s Hans
Asperger (Viennese pediatrician) & Leo
Kanner (psychiatrist)
• “Autism” Greek for “autos” meaning
“self”. Now termed, “Autistic Spectrum”
APA recognized Asperger’s DO in 1994.
Used interchangeably with HFA.
• Prevalence of Autism: 1 in 100 persons
are determined to meet diagnostic
criteria for a disorder in the Autistic
Spectrum ( CDC)
• Average age of diagnosis is eleven years.
Etiology of Autism, HFA/Asperger’s
• Etiology of Autism, HFA/Asperger’s Disorder
• “Dysfluent Mirror Neurons Theory” ( Meltzoff ,Rizzolatti, et al 1990) .
• Motor command neurons fire when engaging in or watching others
engage in goal directed behavior
• Mirror neurons assist with determining complex intentions of others and
assist with empathic responsivity and perspective-taking
• Landscape Salience Theory (Hirstein, Iverson, 2001)
• Amygdala -limbic system -autonomic nervous system
• Limbic-frontal lobes dysfluency
Diagnostic Criteria
• Qualitative Impairment in social
interaction: Non Verbal communication
(eye contact, body language, facial
expression)
• Failure to develop peer relationships
appropriate to age
• Lack of spontaneous seeking to share
enjoyment, interests or achievements
• Lack of social/emotional reciprocity
• (1) Of the following:
• Repetitive or stereotyped patterns of
behavior, interests & activities
• Restricted patterns of interest
• Stereotyped/Repetitive motor movements
• No Language delays or cognitive deficits
3 Core Deficits of HFA/Asperger’s
Theory of Mind Deficit
• Difficulty recognizing that other people have thoughts, feelings
and intentions that are different than one’s own
• Difficulty with intuition and spontaneous responding, easy to
lose the “tempo” of communication needed for successful
engagement with others.
Central Coherence Deficit
• Difficulty extracting salient information and comprehending the
“gist” or the “whole” of a main idea or event.
Executive Function/Executive Control Deficits
• Difficulty initiating and sustaining goal-directed behavior
• Difficulty directing Internal and external resources
College Living Experience’s Role
• Addresses diverse
maturational tasks for “offtime” developmental
competencies
• Instructs in specific cocurricula ; Academic
Tutoring, Academic
Liaison, Social
Communication, groups &
mentoring, Independent
Living Skills, Social
Activities
The Role of Academic Tutoring
• Make explicit implied or non-literal
communication
• Task Analysis & time lines for academic
projects/papers ( where to begin and what to
do and in what order)
• Develop external “monitor’
• Support communication with Instructors for
clarification (email, use of CLE Academic
Liaison)
•
Some Specific Classroom Challenges
1. “Pacing” of responses in
class
(Speed /quality)
1. Working in a group
2. Field Trips
3. Giving a Speech
4. Finals/Exams
5. Lab chairs without backs
(postural tone)
Possible Academic Challenges
• Extracting information that
is most relevant, function or
meaningful.
• Processing extended
auditory information
• Responding flexibly to
novelty, or changing
Environmental or schedule
configuration
• Taking notes with pen or
computer ( Dysgraphia)
• Manipulating objects
(Binders/folders, lab objects,
art materials ) (VMI)
•
Strengths of Students with ASDs
•
•
•
•
•
•
Unique perspectives
Devoted interest and curiosity
Intelligent humor
Use of reason & logic
Resilience & courage
Courage and persistence in trying to
claim their place & voice despite many
experiences being misunderstood, judged
unkindly, and devalued.
Suggestions for Instructors
• Do use visual and auditory modes together.
• Do organize visually to highlight the meaning,
relationship and sequences.
• Do provide PP or notes when appropriate.
• Do plan for extra clarification about
expectations and specificity on assignments via
email or via scheduled appointment within office
hours.
• Do consider alternate mode of demonstrating
mastery of material.
• Do ask directly and explicitly communicate
verbal query to test for comprehension.
Suggestions Continued:
• Do be prepared to wait for slower responses as HFA/AS
students’ process information from a reason vs. intuitive
process.
• Do verbally prompt HFA/AS student to interact effectively
with unidentified objects in the classroom and ‘preview’
what is expected.
• Do assign HFA/AS student to a group vs. self-selecting.
• Do attend to pacing of social interaction in a classroom to
help the student with ‘catching’ all that is happening.
• Do make explicit what is expected in a group or in
classroom participation.
• Do assign student to group rather than let them pick.
• Do allow for a break in case of sensory overwhelm or
distracting behaviors.
Recommended Reading:
Dewey, M. (1991) Living with Asperger’s
syndrome. In U. Frith (ed.) Autism and
Aspergers syndrome Cambridge, University
Press
Article: “Broken Mirrors” – A theory of Autism.
Scientific American ( pp. 63-69_ Nov. 2006.
Website resources:
National Center for Secondary Education and
Transition: www.ncset.org
Ohio Center for Autism and Low Incidence
OCALI.org
Reference Points: PACER.org
Parents Helping Parents: www.php.com
comprehensive and excellent resource library